INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)

ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025

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Impact of Digital Interactive Learning Method on Basic Science and

Technology Students’ Academic Performance in Junior Secondary

Schools in Ilorin, Kwara State

Taiwo, Simeon Ayoola

, Falade, Ayotunde Atanda

, Samuel A. Onasanya

Department of Educational Technology, University of Ilorin, Ilorin, Kwara State, Nigeria

DOI: https://dx.doi.org/10.51584/IJRIAS.2025.101100010

Received: 16 November 2025; Accepted: 22 November 2025; Published: 01 December 2025

ABSTRACT

This study investigated the impact of the Digital Interactive Learning Method on the academic performance of

Basic Technology students in junior secondary schools in Ilorin, Kwara State. A quasi-experimental pre-test,

post-test, control group design was adopted to determine the effectiveness of the method. The study population

consisted of junior secondary school students, and 177 students were purposively selected based on school

population, availability of qualified Basic Science and Technology teachers, and the offering of the subject. The

research instrument, developed by the researcher, was validated by experts in Industrial and Technology

Education, Federal University of Technology, Minna. A pilot test conducted at Government Junior Secondary

School Lafiagi established the reliability of the instrument. Data collected from the pre-test and post-test were

analyzed using mean and standard deviation to answer the research questions, while independent t-test statistics

were used to test the hypotheses at 0.05 level of significance. The findings revealed that the Digital Interactive

Learning Method significantly improved the academic performance of students compared to the conventional

method, and that gender had no significant influence on students’ achievement. Based on these results, the study

concludes that digital interactive strategies are effective tools for enhancing learning outcomes in Basic

Technology and should be integrated into junior secondary school instruction.

Keywords: Digital interactive learning, Basic science and technology, academic performance

INTRODUCTION

The rapid growth of digital technologies has transformed how teaching and learning take place in today’s

classrooms. In many countries, educators are gradually shifting away from traditional teacher-centred methods

toward more interactive and technology-supported approaches that actively engage learners. Digital Interactive

Learning Methods (DILM) combine multimedia elements such as animations, simulations, videos, and

interactive tasks to create rich learning experiences that help students visualize concepts and participate more

actively in lessons. According to Al-Azawei and Alowayr (2022), interactive digital platforms enhance students’

understanding by encouraging exploration, collaboration, and real-time feedback. This shift reflects a global

movement toward modern, learner-focused teaching that supports improved comprehension and meaningful

learning.

Basic Science and Technology (BST) is one of the foundation subjects in Nigeria’s junior secondary school

curriculum, designed to provide learners with essential scientific knowledge and practical skills. However, recent

studies show that students continue to perform below expectations, partly due to the continued reliance on

conventional lecture methods that do not fully stimulate curiosity or promote active engagement (Ogunlade &

Ojo, 2022). Many BST concepts such as energy transformation, force, ecosystems, and technological design

require visualization and interactive demonstrations for deeper understanding. Digital interactive tools therefore

provide an opportunity to strengthen instruction by making abstract ideas more concrete and relatable.

Digital Interactive Learning Method has been widely recognized for supporting students’ academic achievement

by accommodating different learning styles and providing self-paced exploration. Research shows that

interactive digital resources improve students’ motivation, retention, and ability to apply knowledge to real-life

scenarios (Daniel & Ezenwaji, 2023). In science subjects particularly, interactive simulations and multimedia

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)

ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025

Page 100

www.rsisinternational.org

demonstrations help learners visualize processes that are difficult to observe directly in the traditional classroom.

When students are actively engaged through interactive digital tasks, they are more likely to retain content and

demonstrate improved performance in assessments.

In Ilorin, Kwara State, many junior secondary schools have begun integrating digital resources into classroom

instruction. However, the extent to which these digital-learning innovations influence BST students’ academic

performance remains unclear. Although some schools have adopted projectors, tablets, interactive software, and

online resources, evidence-based evaluation of their impact is limited. As noted by Yusuf and Balogun (2021),

the effectiveness of digital tools in Nigerian schools depends not only on availability of technology but also on

teachers’ competence, students’ readiness, and the level of interactive integration into classroom activities. This

makes it important to investigate whether digital interactivity truly enhances learning outcomes in BST.

Given the importance of Basic Science and Technology to students’ future academic and professional pathways,

understanding the influence of Digital Interactive Learning Method is essential. If proven effective, it can guide

policymakers, teachers, and school administrators in making informed decisions about technology adoption in

junior secondary schools. Therefore, this study examines the impact of Digital Interactive Learning Method on

the academic performance of BST students in junior secondary schools in Ilorin, Kwara State. The findings will

provide empirical evidence on whether interactive digital approaches offer meaningful advantages over

conventional teaching, and how they can be used to improve students’ academic performance.

Statement of the Problem

In recent years, many junior secondary schools in Ilorin, Kwara State have gained access to digital tools that

could support teaching and learning, yet students’ performance in Basic Science and Technology (BST)

continues to fall below expected standards. Studies show that students often struggle with abstract scientific

ideas because traditional chalk-and-talk methods dominate classroom instruction, leaving little room for

exploration, visualization, or learner engagement (Adewale & Jimoh, 2021). Similarly, Ogundele and

Olanrewaju (2022) reported that the heavy reliance on teacher-centred delivery contributes to low retention and

poor conceptual understanding among BST learners. These challenges suggest that existing instructional

practices may not adequately meet the learning needs of today’s digital-minded students.

Although the Digital Interactive Learning Method has been identified as a promising approach for strengthening

students’ understanding and improving achievement in science-related subjects, its actual impact on BST

students in Ilorin remains unclear. Research by Eze and Nwankwo (2023) shows that digital interactive tools can

boost motivation and performance, but these outcomes depend largely on how effectively teachers integrate the

tools into classroom activities. In Ilorin, there is limited empirical evidence showing whether digital interactive

methods are being used appropriately or whether they lead to measurable improvements in BST performance.

This lack of evidence creates uncertainty for teachers, school administrators, and policymakers, highlighting the

need for a systematic investigation into the effectiveness of Digital Interactive Learning Method on students’

academic performance in BST.

Purpose of the Study

i. Determine the impact of Digital Interactive Learning Method on academic performance of basic

science and technology students;

ii. Determine the impact of Digital Interactive Learning Method on the academic performance of male

and female students in junior secondary schools in Ilorin, Kwara state.

Research Questions

i. What is the impact of Digital Interactive Learning Method on the academic performance of students

taught Basic Science and Technology in junior secondary schools in Ilorin, Kwara state?

ii. What is the impact of Digital Interactive Learning Method on the academic performance of male and

female students taught Basic Science and Technology in junior secondary schools in Ilorin, Kwara

state.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)

ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025

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Hypotheses

The following hypotheses were formulated and tested at 0.05 level of significance.

i. There is no significant difference in the academic performance of students taught Basic Science and

Technology using Digital Interactive Learning Method and those taught using conventional method

of teaching.

ii. There is no significant difference in the academic performance of male and female students exposed

to Digital Interactive Learning Method.

METHODOLOGY

This study adapted the quasi-experimental design, pre-test post-test, control group design. The population of this

study consists of the junior secondary school students in Ilorin, Kwara State. The major characteristics of the

population comprises of male and female students in Ilorin, Kwara State secondary school. In the selection of

the schools for sampling, purposive sampling was employed. The schools were selected on their population,

availability of basic science and technology teachers and whether the subject (basic science and technology) is

offered in the schools. The total number of students used for sampling is 177 students. The instrument as

formulated by the researcher were validated by expert in Industrial and Technology Education, Federal

University of Technology, Minna. A pilot testing was conducted in Government junior secondary school Lafiagi.

The main aim was to determine the reliability coefficient of the items in the instrument (test items). The reliability

of the instrument was determined by the statistical analysis of the data collected from the pilot study. The mean

and standard deviation of the performance of students for pre-test and posttest for experimental group were

computed to answer the research questions. Independent t-test statistics was used to test null hypotheses at P<

0.05.

RESULTS

Research Question one: What is the impact of Digital Interactive Learning Method on the academic

performance of students taught Basic Science and Technology in junior secondary schools?

Table 1: Means and standard deviation of post-test scores of students taught Basic Science and Technology

using Digital Interactive Learning Method and those taught without.

Group

Mean

Standard Dev.

Expt. Post-test

49.960

8.350

Control post-test

24.020

6.600

The result in Table 1 indicates that, post-test performance of students taught using Digital Interactive Learning

Method is better than that of students taught without it. This therefore, showed that Digital Interactive Learning

Method significantly improve students’ academic performance.

Research Question Two: What is the impact of Digital Interactive Learning Method on the performance of

male and female students taught Basic Science and Technology in Junior schools in Ilorin, Kwara state?

Table 2: Mean and standard deviation of posttest scores of male and female students under experimental group

Group

Mean

Standard Dev.

Expt. Post-test males

49.680

8.854

Expt. Post-test Females

49.840

7.998

Table 2 presents the means and standard deviations of the post test scores of male and female students taught

Basic Science and Technology using Digital Interactive Learning Method. The mean and standard deviation for

male students were 49.6801 and 8.854 and that of the female students were 49.840 and 7.998. The result

therefore, indicated that no significant difference exist on the performance of male and female students taught

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)

ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025

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using Digital Interactive Learning Method. It means that Digital Interactive Learning Method has impact on the

performance of male and female students in junior secondary schools in Ilorin, Kwara state.

Test of Null Hypotheses

Hypotheses One: There is no significant difference in the academic performance of students who were taught

Basic Science and Technology with Digital Interactive Learning Method and those taught using conventional

method.

Table 3: Impact of Digital Interactive Learning Method on Students’ 'academic performance

Group

Mean

Std Dev.

t-cal.

Sig.

Expt.

24.0200

6.60083

18.099

.000

Control P = 0.05

49.7600

8.35088

t = (98) = 18.099 P = .001 < .05

From Table 3 the t-calculated was 18.099 which is greater than the t-critical (1.99) at 5% level of significance

(p=0.05). The analysis therefore showed that, Digital Interactive Learning Method disc has significant impact

on the academic performance of Basic Science and Technology students. Therefore, the null hypothesis which

states that, there is no significant difference in the academic performance of students who were taught Basic

Science and Technology with Digital Interactive Learning Method and those taught using conventional method

was rejected.

Hypothesis two: There is no significant difference in the academic performance of male and female students

taught Basic Science and Technology

Table 4: Impact of Digital Interactive Learning Method on male and female Students’ 'academic performance

Group

Mean

Std Dev.

t-cal

Sig.

Male

49.6800

8.85400

Female

P = 0.05

49.8400

7.99833

0.60

.952

t (24) = .60, P=.952 > .05

Table 4 present t-test analysis of the difference between the academic performance of male and female Basic

Science and Technology students taught using Digital Interactive Learning Method. The analysis indicated that

t-calculated value of 0.60 was less than the t-critical value of 1.99 even at 0.05 levels of significance. This means

that, there is no significant difference between the academic performance of male and female students. The null

hypothesis which states that, there is no significant difference on the academic performance of male and female

students taught using Digital Interactive Learning Method was not retained.

DISCUSSION OF FINDINGS

The findings of this study showed that the Digital Interactive Learning Method significantly improved the

academic performance of Basic Science and Technology students. This supports recent research indicating that

technology-driven instructional strategies enhance students’ understanding, motivation, and achievement across

science and technology subjects. This is in line with the study of Adebayo and Ahmed (2021) who reported that

interactive digital learning tools enable students to visualize abstract concepts, participate actively in lessons,

and achieve better learning outcomes compared to traditional methods. Similarly, Yusuf and Bello (2020) found

that the use of digital simulations and multimedia elements positively influences students’ achievement by

promoting deeper engagement and reducing learning difficulties.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)

ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025

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The result of the first hypothesis revealed no significant difference between the academic performance of male

and female students taught Basic Science and Technology using the Digital Interactive Learning Method. This

finding aligns with the work of Okafor and Eze (2022), who observed that technology-based instruction benefits

male and female learners equally because digital platforms provide uniform learning experiences and equal

access to instructional resources. In related research, Okwudishu and Olayinka (2021) found that when students

are taught with multimedia resources, gender does not significantly influence performance, as both male and

female students show substantial improvement. Their study on multimedia-supported instruction demonstrated

that digital tools create a balanced learning environment where all learners can participate and benefit equally.

The result of this study also agrees with the findings of Adom and Mensah (2019), who investigated the impact

of video-based instruction on secondary school students’ performance in Ghana. They reported that students

taught with video demonstrations achieved higher scores and exhibited a better understanding of content than

those taught with conventional lecture methods. Their study also revealed that gender was not a significant factor

in achievement, as both male and female students improved when exposed to video-assisted lessons. In addition,

Adeyemi and Oluwafemi (2020) demonstrated that digital learning resources lead to higher achievement levels

because they provide clear visual explanations and reduce cognitive overload for learners.

Further supporting the present findings, Ibrahim and Mohammed (2023) examined the effect of computer-based

instruction on junior secondary school science students and found a statistically significant increase in the

academic performance of students exposed to interactive digital content. Their study showed that computer-

based learning develops problem-solving skills and improves comprehension by allowing learners to control the

pace of instruction. In the same vein, Daniel and Ezenwaji (2023) emphasized that digital learning materials

serve as rich instructional resources that provide students with direct access to information, concrete illustrations,

and enhanced opportunities for independent learning. Their findings confirmed that digital interactive methods

consistently lead to higher achievement than traditional teaching approaches.

The results of this study strongly support existing evidence that Digital Interactive Learning Methods improve

learning outcomes in Basic Science and Technology and other science-related subjects. Recent empirical studies

agree that these methods promote equal learning opportunities for male and female students, strengthen

conceptual understanding, and enhance academic performance through visual, interactive, and engaging

instructional experiences.

CONCLUSION

Based on the findings of this study, it is concluded that the Digital Interactive Learning Method significantly

enhances the academic performance of Basic Science and Technology students in junior secondary schools,

offering clear advantages over conventional teaching approaches. The method was found to improve students’

understanding, engagement, and retention of subject content, and its effectiveness was consistent across both

male and female learners, demonstrating that gender does not influence the benefits gained from digital

interactive instruction. The overall results affirm that integrating digital tools such as videos, simulations, and

computer-based activities provides a more enriching learning experience, supports diverse learning needs, and

promotes better academic outcomes in Basic Science and Technology

RECOMMENDATIONS

 The curriculum planners should emphasize the importance of using Digital Interactive Learning Method

to teach Basic Science and Technology by the teachers of junior secondary school.

 Teachers in junior secondary schools should be encouraged by the school administrators to use Digital

Interactive Learning Method when teaching Basic Science and Technology as it was found to be more

effective than lecture method.

REFERENCES

1. Adebayo, S. A., & Ahmed, L. B. (2021). Digital interactive learning tools and students’ achievement in

science subjects in Nigerian secondary schools. Journal of Educational Technology and Instruction,

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)

ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025

Page 104

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